The business school curriculum debate

• Verfasst von: Styhre, Alexander [VerfasserIn]
• Titel: The business school curriculum debate
• Titelzusatz: scientific legitimacy versus practical relevance
• Verf.angabe: Alexander Styhre
• Verlagsort: New York ; London
• Verlag: Routledge
• Jahr: 2023
• Umfang: xi, 160 Seiten
• Format: 22.9 cm x 15.1 cm
• Gesamttitel/Reihe: Routledge advances in management learning and education
• Fussnoten: Literaturverzeichnis: Seite 138-158, Index
• ISBN: 978-1-032-20967-8
• ISBN: 978-1-032-20969-2
• Schlagwörter: (s)Betriebswirtschaftliches Studium / (s)Didaktik / (s)Curriculum
• Sprache: eng
• Bibliogr. Hinweis: Erscheint auch als : Online-Ausgabe: Styhre, Alexander, 1971 - : The business school curriculum debate. - New York, NY : Routledge, Taylor & Francis Group, 2023. - 1 Online-Ressource (xi, 160 Seiten)
• RVK-Notation: QB 300
• RVK-Notation: QP 371
• K10plus-PPN: 181847140X

Abstract

"With more than 14,000 business schools worldwide, what is included in their curricula matters for how the economy and the corporate system are managed. Business schools should be subject to scholarly inquiries and critical reflection. While many studies of business schools examine its general role in the tertiary education system and in society more broadly, this volume examines how one specific theoretical perspective and a normative model derived therefrom were developed and gradually appropriated within the bushiness school setting. This volume demonstrates that agency theory, based on a daring conjecture that firms can be construed as bundles of contacts, rose to prominence in the business school context. It examines how the elementary proposition of agency theory, that the firm is to be considered theoretically and practically as a "nexus of contracts," was never consistent with corporate law and contract law, and it was empirically unsubstantiated. Business schools are under pressure to teach practically useful theories and models, but also theories that are also scientifically qualified. Despite having this ambition, certain theories are widely taught despite failing to live up to such declared ambitions, which means that business schools may be criticized for including theories on ambiguous grounds in the curricula. This book examines how business schools seek to honour the ambition to both teach scientifically verified theories and practically useful concepts and models, and how the tensions derived from this duality may be problematic to handle. It will be of interest to researchers, academics, and advanced students in the fields of management education, organizational studies, and legal theory"--